Abstract
Student motivation in learning science remains a global concern, influencing academic performance and engagement. This quantitative study investigates the mediating effect of collaborative learning on the relationship between attitude toward learning science and motivation among junior high school students. Using a descriptive-correlational research design with mediation analysis, data were collected from 235 randomly selected students in a public junior high school in Davao City through standardized questionnaires on attitudes toward science, learning motivation, and collaborative learning, all validated for reliability. Results showed that students demonstrated a positive attitude toward science (M = 3.67), high learning motivation (M = 4.04), and very high engagement in collaborative learning (M = 4.26). Correlation analysis revealed strong positive relationships between attitude toward science and learning motivation (r = 0.559, p < .001), as well as between collaborative learning and learning motivation (r = 0.599, p < .001). Mediation analysis confirmed that collaborative learning significantly and partially mediated the relationship between attitude toward learning science and motivation, accounting for 31.4% of the total effect. These findings highlight the importance of fostering collaborative learning environments to enhance student motivation in science education. Educators are encouraged to integrate structured collaborative learning strategies to promote engagement and positive attitudes. Future research should explore the long-term impact of collaborative learning in different educational contexts to further optimize its benefits. The study contributes to the growing body of knowledge supporting collaborative learning as a key factor in improving science motivation and learning outcomes among junior high school students.
